Item 1 In the case below, the original source material is given along with a sam
ID: 3459106 • Letter: I
Question
Item 1
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Suppose you study a group of successful companies and you find that they emphasize customer focus, or quality improvement, or empowerment; how do you know that you haven't merely discovered the management practice equivalent of having buildings? How do you know that you've discovered something that distinguishes the successful companies from other companies? You don't know. You can't know--not unless you have a control set, a comparison group.
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
Attributes of rigorous research can be shared across subjects of study. For example, Collins and Porras (2002) highlight the importance of having a control group when comparing companies in any effort to identify what specific company characteristics are able to distinguish the successful from the ordinary.
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 2
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
APT was compared with numerous extant methodologies, including the linear models approach and event history analysis. The fundamental difference between APT and these other approaches is that no particular mathematical model is assumed in APT. In APT a model is viewed simply as a temporal pattern, whereas in most other approaches parameters of a mathematical model are estimated from data in which variables are measured separately. Moreover, in APT probabilities of temporal patterns are estimated by relative frequency and duration.
References:
Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education. American Educational Research Journal, 27(1), 180-204.
In this study, Frick (1990) clarified the distinction between statistical linear models and Analysis of Patterns in Time (APT). Compared to the linear models approach (which includes particular mathematical models), APT is a straightforward way to create temporal maps and analyze them for recurring patterns of events. Moreover, in APT probabilities of temporal patterns are estimated by relative frequency and duration of those events.
References:
Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education. American Educational Research Journal, 27(1), 180-204.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 3
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
The lack of specific technology knowledge and skills, technology-supported pedagogical knowledge and skills, and technology-related-classroom management knowledge and skills has been identified as a major barrier to technology integration. Lack of specific technology knowledge and skills is one of the common reasons given by teachers for not using technology.
References:
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology
Research and Development, 55, 223-252.
There are many factors that can affect technology integration in schools. Hew and Brush (2007) state that the main factors to technology integration are the lack of specific technology knowledge and skills, technology-supported pedagogical knowledge and skills, and technology-related-classroom management knowledge and skills.
References:
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223-252.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 4
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
The theory we have constructed originates with the three phases of learning described above. We have organize and adapted the features of simulations to provide the learner with the most effective and efficient presentations in order to achieve successful acquisition, application and assessment. Our general model describes five aspects of simulations and provides prescriptions for the implementation of each. It applies to all simulations for teaching principles or procedures. Specific conditions or types of simulations require their own characteristic prescriptions that are described G3 variations on the general model.
References:
Reigeluth, C., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations. Journal of Computer-Based Instruction, 16(1), 1-10.
Another ID theory that could be useful in the design of educational games is a model presented by Reigeluth and Schwartz (1989) intended for designing instruction in educational simulations. This model provides a more specific approach to designing instruction. Reigeluth and Schwartz propose three phases of the learning process which educational simulations should activate. They are: (1) acquisition of basic knowledge, (2) application of knowledge to the full range of scenarios, and (3) assessment of what has been learned. Their model for designing educational simulations is comprised of heuristics intended to inform the designer in following a set of prescriptions.
References:
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 5
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
The philosophical position known as constructivismviews knowledge as a human construction. The various perspectives within constructivism are based on the premise that knowledge is not part of an objective, external reality that is separate from the individual. Instead, human knowledge, whether the bodies of content in public disciplines (such as mathematics or sociology) or knowledge of the individual learner, is a human construction.
References:
Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle River, NJ: Prentice-Hall.
Does knowledge exist outside of, or separate from, the individual who knows? Constructivists argue that human knowledge, such as what is known in the fields of mathematics or sociology, as well as knowledge about learning itself, is a human construction (Gredler, 2001).
References:
Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle River, NJ: Prentice-Hall.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 6
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
In examining the history of the visionary companies, we were struck by how often theymade some of their best moves not by detailed strategic planning, but rather by experimentation, trial and error, opportunism, and--quite literally--accident. What looks in hindsight like a brilliant strategy was often the residual result of opportunistic experimentation and "purposeful accidents."
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
Decisions that look like the result of smart strategic thinking could, instead, be attributed to a culture that values opportunistic experimenting and intentional mishaps. Collins and Porras (2002) point out their surprise at finding that many of the visionary companies that they researched "made some of their best moves not by detailed planning, but rather by experimentation, trial and error, opportunism, and--quite literally--accident" (p. 141).
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 6
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
In examining the history of the visionary companies, we were struck by how often theymade some of their best moves not by detailed strategic planning, but rather by experimentation, trial and error, opportunism, and--quite literally--accident. What looks in hindsight like a brilliant strategy was often the residual result of opportunistic experimentation and "purposeful accidents."
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
Decisions that look like the result of smart strategic thinking could, instead, be attributed to a culture that values opportunistic experimenting and intentional mishaps. Collins and Porras (2002) point out their surprise at finding that many of the visionary companies that they researched "made some of their best moves not by detailed planning, but rather by experimentation, trial and error, opportunism, and--quite literally--accident" (p. 141).
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 8
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Analysis of patterns in time (APT) is a method for gathering information about observable phenomena such that probabilities of temporal patterns of events can be estimated empirically. If appropriate sampling strategies are employed, temporal patterns can be predicted from APT results. Finally, APT is compared to the linear models approach and event history analysis. The major difference is that in APT there is no mathematical model assumed to characterize relations among variables. In APT the model is the temporal pattern being investigated.
References:
Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education. American Educational Research Journal, 27(1), 180-204.
APT is an empirical approach to observing and coding phenomena by using mutually exclusive and exhaustive categories within multiple classifications (Frick, 1990). Once these data have been collected, researchers specify APT queries to calculate the probability of joint and/or sequential patterns of interest. In effect, researchers create measures of temporal patterns by counting the occurrences of these coded patterns. According to Frick, Analysis of Patterns in Time is different from the linear models approach of measuring variables separately and using statistics to analyze their relations.
References:
Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education. American Educational Research Journal, 27(1), 180-204.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 9
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
The concept of systems is really quite simple. The basic idea is that a system has parts that fit together to make a whole; but where it gets complicated - and interesting - is how those parts are connected or related to each other. There are many kinds of systems: government systems, health systems, military systems, business systems, and educational systems, to name a few.
References:
Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Retrieved from https://www.indiana.edu/~tedfrick/
fastback/fastback326.html#nature
Frick (1991) claims that systems, including both business systems, and educational systems, are actually very simple. The main idea is that systems "have parts that fit together to make a whole" (The nature of systems in education section, para. 1). What is further interesting to Frick is how those parts are connected together.
References:
Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Retrieved from https://www.indiana.edu/~tedfrick/
fastback/fastback326.html#nature
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 10
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Complex learning is the integration of knowledge, skills and attitudes; coordinating qualitatively different constituent skills; and often transferring what was learned in school or training to daily life and work. There are many examples of theoretical design models that have been developed to promote complex learning: cognitive apprenticeship, collaborative problem solving, constructivism and constructivist learning environments, learning by doing, multiple approaches to understanding , star legacy , as well as the subject of this contribution, the Four-Component Instructional Design model.
References:
van Merriënboer, J. J. G. & Kirschner, P. A. K. (2007). Ten steps to complex learning: A systematic approach to four-component instructional design. Lawrence Erlbaum Associates, Inc., Mahwah, NJ.
Van Merriënboer and Kirschner (2007) indicated that complex learning involves the learning of how to complete authentic tasks which require the use and integration of knowledge and skills from multiple domains. Complex learning tasks have no single correct method of completion but instead a range of methods that result in the completion of the task at varying degrees of appeal, efficiency, and effectiveness. They further state that complex learning involves "the integration of knowledge, skills and attitudes; coordinating qualitatively different constituent skills, and often transferring what was learned ... to daily life and work" (p. 4).
References:
van Merriënboer, J. J. G. & Kirschner, P. A. K. (2007). Ten steps to complex learning: A systematic approach to four-component instructional design. Lawrence Erlbaum Associates, Inc., Mahwah, NJ.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Original Source Material
Student Version
Suppose you study a group of successful companies and you find that they emphasize customer focus, or quality improvement, or empowerment; how do you know that you haven't merely discovered the management practice equivalent of having buildings? How do you know that you've discovered something that distinguishes the successful companies from other companies? You don't know. You can't know--not unless you have a control set, a comparison group.
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
Attributes of rigorous research can be shared across subjects of study. For example, Collins and Porras (2002) highlight the importance of having a control group when comparing companies in any effort to identify what specific company characteristics are able to distinguish the successful from the ordinary.
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
Explanation / Answer
Item 1
This work does not qualify to be plagiarism as the student has provided full in-text citation and has provided the bibliographic reference also which means it is giving due credit to the author.
Item 2
This work qualifies to be Word-for-Word plagiarism as the student has not provided the full in-text citation with page number for the word to word copied text.
Item 3
This work qualifies to be Word-for-Word plagiarism as the student has not provided the full in-text citation with page number for the word to word copied text.
Item 4
This work does not qualify to be plagiarism as the student has paraphrased and provided full in-text citation and the bibliographic reference also which means it is giving due credit to the author.
Item 5
This work does not qualify to be plagiarism as the student has paraphrased and provided full in-text citation and the bibliographic reference also which means it is giving due credit to the author.
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